GENERAL-EDUCATION TEACHERS ASSUMPTIONS ABOUT LEARNING AND STUDENTS WITH LEARNING-DISABILITIES - DESIGN-OF-INSTRUCTION ANALYSIS

Teachers' beliefs about learning and their ability to effect change la rgely influence classroom practice. In this study, we examined the the oretical, personal, and instructional assumptions of 29 general educat ors through a design-of-instruction and instructional efficacy framewo rk. A three-part sequence of tasks (i.e., assignment of points to a th eoretical model and analysis and modification of a curricular lesson) was used to examine primary and elementary educators' attributions and assumptions regarding the role of instructional tools (e.g., publishe d programs) in student learning and teachers' ability to effect change . Findings indicate that general educators: (a) ascribe substantial em phasis to within-learner variables, (b) question the adequacy of comme rcial curricular programs for students with learning disabilities, and (c) believe they have adequate knowledge and skills to rectify the li mitations of commercial curricular lessons for students with learning disabilities.